Typical assessment of coaches has paid scant regard to the
knowledge structures that underpin their behaviour. The
relationship between two of these knowledge structures,
procedural and declarative knowledge, has been more closely
scrutinized, although most research has focused on the performer’
s perspective. Declarative knowledge allows coaches to
verbalize the information they possess about the skill being
learned; procedural knowledge allows them to demonstrate
the skill, an extremely valuable aid to learning in the cognitive
stage. It has also been suggested, based upon research on
performers, that procedural and declarative knowledge are
interlinked (Williams and Davids, 1995: Journal of Sport and
Exercise Psychology, 17, 259-275). Therefore, the implications
for coach education are that if more advanced coaches have
greater procedural knowledge as well as declarative knowledge,
coach education programmes may well benefit from
incorporating means to facilitate procedural knowledge
development, thus, hopefully, furthering declarative knowledge
development. However, investigations into the relationship
between procedural and declarative knowledge from the
perspective of the coach have been minimal: this study aimed
to rectify this.

Relation

First World Congress of Science and Medicine in Cricket, Lilleshall, UK 14 - 17 June 1999